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Behavior Matters in Our Life Analytical Essay


Behavior is an imperative attribute that defines how a person relates to others in the society. This is apparent since behavior is an action or reaction that individuals exhibit in response to external and internal stimuli.

In most instances, negative or positive behavior can be instilled in a person through diverse actions of friends and peer groups.

For instance, bad behaviors are borrowed normally from individuals who are immoral and irresponsible, while positive behaviors are contributed by morally upright, wise or elite personalities in the society.

The discussion on behavior enhancement is relevant taking into account that good behavior fosters peace, coexistence, productivity and good performance that is needed, while bad behavior encourages hatred, divisiveness and inhumane activities that kill cohesiveness.

Currently, there are rising number of indiscipline cases in most schools and societies. The increasing cases are attributable to inferior behavior that individuals including students have formulated.

According to the insight given by department of education, training, and employment (DETE) (2009), most students have developed queer behaviors in the recent past. They have become violent, irresponsible and rogues who do not take in instructions.

The formulated behaviors have made them subject other students to inhumane practices. The unbecoming behaviors of students have also led to the increase of school unrest in the recent past in most settings.

This trend has been worrying various stakeholders in the education sector, who affirm the need for reformation of students (Paton, 2012, p. 1).

Based on the identified facts, probable strategies that can be a doped to help in mitigation of the problem of bad behavior are choice direction and description of obvious realities in life. Teachers and parents can implement these strategies effectively (DETE, 2009, p. 26).

For instance, teachers can adopt a choice direction to nurture students. The strategy is viable since it entails directing learners to practice decent activities, engage in morally sound practices, and refrain from bad behaviors (Paton, 2012, p. 1).

Teachers and parents can also use the strategy to educate students on the best activities that they should engage in and a choice of friends to make. They can as well be directed on career issues and decent ideals that shape life.

Variably, the description of obvious realities is a strategy that stakeholders in the education sector can adopt and implement to ensure that students are nurtured well. The strategy entails giving students’ practical examples on how good behavior is an asset and its contrary effects.

It holds the capacity of enabling students to understand obvious realities in life on issues that appertain to social and economic injustices.

They will understand that life offers you what you give out. If you conduct yourself unsuitably, you will receive terrible results (Appleton-Knapp & Krentler, K2006, p. 259). This will enable them to consider integrating good virtues and values.

As noted, various strategies can be adopted to help in eradicating bad behavior among students. However, the most effective strategies that are adopted in this paper are choice direction and description of definite realities in life.

The two strategies are appropriate because the behavioral development is dependent on diverse factors and guiding principles (Case, 2007, p. 24). The factors include the source that is giving guidance and direction on issues that touch on social and character development.

If the behavior developer is bad, then the mentored person is likely to take up horrific actions and if the mentor is good, then the person being mentored is likely to be excellent.

In most instances, especially under choice direction, students are expected to be mentored by successful individuals who are of good character. This is essential in enabling them to emulate noble characters and behaviors that are good in life (Appleton-Knapp & Krentler, K2006, p. 259).

Both behaviorist and human theorists affirm this aspect. The theorists hold that individuals tend to develop behaviors that are in their mentors. For instance, students normally learn from individuals who are in their surrounding because they contribute in shaping how they make choices.

They copy their actions and reactions to various issues (Bernardi, Metzger, Scofield Bruno, 2004, p. 397). Teachers are regarded usually as their real mentors. This happens because they stay with teacher’s for long hours.

They copy what teachers do and how they execute various activities including their reaction to different issues (Maddi & Costa, 2008, p. 2). The theorists assume that teachers hold the capacity of shaping students’ behavior by directing their choices towards noble activities.

They also hold the capacity of directing them to success and making them understand obvious realities in life (Weissberg, 2010, p. 12).

On the aspect of description of obvious realities, the theorists believe that behavior is shaped exclusively through learning. Vaughn and Dacey (2003, p. 88), indicate that a responsible person who is morally upright can only be ascertained through his or her behavior and choice direction.

If a student is not respectful, obedient, and responsible, then such student has not received good teaching on obvious realities in life. Such a student can also be said to have failed the test of moral learning (DeRobertis, 1997, p. 6).

In particular, behaviorists affirm that raising students or children that are morally upright requires cognitive touch between learners and teachers or parents. They note that behavior among children is shaped through reward systems, spiritual guidance, teachers, good friends and emulation of stars.

These aspects explain why choice direction and description of realities of life are behavior development strategies that are dependent on the behavior of the mentor.

Particularly, giving good directions that economically and socially viable should be undertaken by individuals with noble behavior and character. This is essential in making learning process more positive and relevant to students (Kieffer, 2010, p. 24).

It is also meant to make learning process be of quality and ensure that students are nurtured with right values. Consequently, the description of obvious realities should be done in a behavioral manner.

Teachers on various life realities that are executed to build decision-making capacity of students must also be conducted in a sustainable manner (Lane, 2011, p. 23).

Notably, choice direction and description of obvious realities are behavior development strategies that present immense benefits to society members. The strategies provide requisite incentives that facilitate behavior nurturing especially among students (Sapp, 2010, p. 2).

Particularly, choice direction inculcates ability of quality choice making in individuals. It enables individuals, including students, to make accurate choices on who they relate to, including how they chose friends, career, and actions.

This makes them become more responsible and develop positive behaviors that enhance cohesion. Variably, choice direction and description of various realities enable students to understand that their choices and actions affect their status.

The strategies also enable them to understand that their actions have consequences that may either jeopardize their progress or guarantee their wellbeing in life (Greer, 2002, p. 3).

Further, they help in mentoring young people towards adoption of good and progressive behavior. This is evident since they facilitate identification and differentiation of what is good or bad.

Consequently, the strategies present negative aspects or limitations that must be addressed amicably (L’Abate, 2012, p. 6). The limitations may lead those people who are directed astray, especially if tenets of engagement are not based on moral ideals.

Firstly, the two strategies may make young individuals and students emulate bad behavior instead of good ones (Fouse & Wheeler, 1997, p. 5). This occurs due to the fact that the provision of guidance under these strategies is dependent on the behavior of the mentor and his or her beliefs.

If a mentor is of quality character and behavior, he or she will guide the student appropriately. However, if the mentor is of poor character, no best results can be expected.

Secondly, the strategies may also fail to facilitate equipment of students with noble human and spiritual values that are ideal for successful lifestyle.

These strategies have been instrumental in shaping behavior of various students and other individuals globally (Kail, 2007, p. 9). This depicts how positive their outcome has been over the years and in areas where they have been adopted.

Most teachers affirm that choice direction and description of obvious realities remain effective behavior development. They note that most students have been beneficiaries of these strategies.

They have enabled them to develop noble qualities that appertain to decision-making that is vital in improving life (Novak & Peáez, 2004, p. 21).

The strategies have also enabled students to change their unbecoming behaviors that include bullying of inferior ones, being disobedient, and involving in strikes or social unrests.

Similarly, the strategies have enabled such students to understand that their success is dependent on the decisions that they undertake. They have also been able to understand that unjustified decisions leads to destruction while, quality decisions guarantees good life.

Young people should be able to embrace each other and understand each other’s social, economic and cultural needs.

This is vital in facilitating systematic inculcation of moral behaviors, development of a sense of responsibility and advancement of ethical principles. These elements are pertinent for growth.

Indeed, the two identified behavior development strategies are bound to present immense benefits to students and society members. This is apparent since the strategies provide requisite incentives that facilitate behavior nurturing especially among students.

Particularly, a choice direction is bound to inculcate immense ability of quality choice making in individuals. It will enable individuals including students to make accurate choices on who they relate to, friends, career, and actions.

Variably, choice direction and description of various realities will enable students to understand that their choices and actions affect their status in life.

The strategies will also help in mentoring young people towards the adoption of good and progressive behaviors. Therefore, it is recommended that key stakeholders in the education sector, which includes teachers and parents, should join in order to strive to implement these strategies.

Firstly, they should initiate constructive dialogue with the students to enable them to develop themselves as responsible people. They should also nurture students in the right way of life. Similarly, they should teach moral values and principles that define good life.

References

Appleton-Knapp, S. & Krentler, K. A. (2006). Measuring student expectations and their effects on satisfaction: The importance of managing student expectations. Journal of Marketing Education, 28 (3), 254-264.

Bernardi, R. A., Metzger, L & Scofield Bruno, G. (2004). Examining the decision process of students’ cheating behavior: An empirical study. Journal of Business Ethics, 50 (4), 397-414.

Case, J. N. (2007). An exploratory study of school climate and student behavior in thirteen Delaware public elementary schools.

DeRobertis, E. M. (1997). Humanizing child developmental theory: A holistic approach. New York: iUniverse, Inc.

Department of Education, Training and Employment, (DETE). (2009). Supporting and managing children’s behavior: An Early Childhood Support. Adelaide: DETE. 2 (3), 1-96.

Fouse, B., & Wheeler, M. (1997). A treasure chest of behavioral strategies for individuals with autism. Arlington, TX: Future Horizons.

Greer, R. D. (2002). Designing teaching strategies: An applied behavior analysis systems approach. Amsterdam: Academic Press.

Jetha, M. K. (2012). Adolescent brain development: Implications for behavior. San Diego: Elsevier Academic Press.

Kail, R. V. (2007). Advances in child development and behavior: Volume 35. Amsterdam: Elsevier Academic Press.

Kieffer, C. (2010). Bully court: Guntown students to judge behavior of peers. McClatchy – Tribune Business News. 3 (2), 24-36.

Lane, K. L. (2011). Managing challenging behaviors in schools: Research-based strategies that work. New York: Guilford Press.

L’Abate, L. (2012). Paradigms in theory construction. New York, NY: Springer Science+Business Media, LLC.

Maddi, S. R., & Costa, P. T. (2008). Humanism in personology: Allport, Maslow, and Murray. New Brunswick, N.J: AldineTransaction.

Novak, G., & Peáez, M. B. (2004). Child and adolescent development: A behavioral systems approach. Thousand Oaks, CA [etc.: Sage Publications.

Paton, G. (2012). ‘‘. Web.

Sapp, M. (2010). Psychodynamic, affective, and behavioral theories to psychotherapy. Springfield: Charles C Thomas Publisher, Ltd.

Vaughn, L., & Dacey, A. (2003). The case for humanism: An introduction. Lanham, Md: Rowman & Littlefield.

Weissberg, R. (2010). Bad students, not bad schools. New Brunswick, Transaction. Web.

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IvyPanda. (2019, August 6). Behavior Matters in Our Life. Retrieved from https://ivypanda.com/essays/behavior-matters/

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"Behavior Matters in Our Life." IvyPanda, 6 Aug. 2019, ivypanda.com/essays/behavior-matters/.

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IvyPanda. "Behavior Matters in Our Life." August 6, 2019. https://ivypanda.com/essays/behavior-matters/.

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IvyPanda. 2019. "Behavior Matters in Our Life." August 6, 2019. https://ivypanda.com/essays/behavior-matters/.

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IvyPanda. (2019) 'Behavior Matters in Our Life'. 6 August.

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